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Revised Philippine ECCD Checklist PDF
Revised Philippine ECCD Checklist PDF
Testing Considerations
Physical Conditions
The Checklist can be administered in a setting familiar to the respondents. Ideally, the
place should be relatively quiet, well lighted and ventilated, and have a table and chairs
to provide comfortable conditions for the respondents and examiner. If conducted
outdoors and there is no table, any flat work surface will suffice.
Standard Procedures
The examiner can employ various methods to determine if the child exhibits specified
behaviour. These include observation, direct elicitation of the behaviour from the child,
and also interview of the parents(s) or caregiver(s).
When interviewing the parents(s) or caregiver(s), the examiner may wish to use the
opportunity to ask them what activities they do at home to stimulate the development of
their child. Their responses can be recorded on a separate sheet.
Older children aged 2.6 years and above may be tested in small groups of 2-3 similarly
aged youngsters if the examiner feels this will make them more responsive to her
queries and request. This especially if they have not had any day care or pre-school
experience.
Administration Time
Each form of the revised ECD Checklist should not take more than 45 minutes to
administer.
Fundamentals in Administration
Rapport-building is very important, especially when the child is not familiar with the
examiner. So be sure to spend a few minutes interacting with the child by playing or
chatting with him. It may help when the items, which involve interviewing the parents /
caregiver, are administered first with the child nearby. This will make him realize that
the examiner is kind, caring person and facilitate rapport-building process.
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The examiner must emphasize that there are neither right or wrong answers nor good
or bad scores. This will assure greater accuracy in what parents/ caregivers report and
decrease the incidence of a child's giving an answer based on what the others in the
group have said.
The examiner must refrain from “teaching” the correct answer because this Checklist is
intended to be given to the same child at a later point in time. If the child has been
taught the answer, it will be difficult to determine if his success was due to this or to his
expected maturation.
Answer that do not seem to exactly correspond to the intent of an item are to be written
in the “Comments” column of the tool. These can serve as reference points of a child's
progress when the checklist is administered to him again at a later date.
Testing Materials
Form 2 Materials:
small toy
2 balls
food; bread, biscuit, raisin, individually wrapped candy
any dangling object
container with screw on top
paper
crayon/ pencil
drinking cup and water
1 picture book
2 blocks
2 spoons
cloth
doll
toy car
shoestring
small shirt with button
3 pairs of different colored crayons
3 pairs of picture cards
4 pairs of different shapes with same color and size
4 pairs of same shapes but different size and color
6 pieces color paper
4 pieces graduated sizes of circle and square
4-6 piece puzzle
2 picture cards depicting 2 incongruous activities
carrying case
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REVISED EARLY CHILDHOOD DEVELOPMENT CHECKLIST
Form – 2
Age 3 years 1 month to 5 years 11 months
Address:__________________________________________________________________________________________________
____________
Barangay Municipality/City Province Region
Child's Handedness: (check appropriate box) right left both not yet established
The checklist should be administered to the child at six intervals, particularly at ages: 4
months, 8 months, 12 months, 18 months, 2 years, and 3 years. Instructions are
provided in filling out each table.
After verifying the dates, compute the child's age by subtracting the date he was born from the
date the test was administered. Write the examiner's name for each test administration.
FORM 2
Ages 3.1 – 5.11 years
Date of Exam (yy/mm/dd) ___ ___ ___
Child’s Name: Date of Birth (yy/mm/dd) ___ ___ ___
_______________________ Age of Child: ___ ___ ___
We are here to help you find out how your child is developing by asking you
some questions about the thing he is able to do or having your child do some
activities. There is no pass or fail score. This is just a checklist. Some of the
questions are for children older that your child so I do not expect him to be
able to do all the things I will be asking.
We plan to administer this Checklist several times until your child is 6 years
old. So please do not teach or coach him because it is important to know just
what he can and what he still cannot do at this age.
Later on we will share the results with you and give suggestions on what else
you can do to stimulate your child's development.
The front page of the Checklist includes the portion of the socio-demographic
information of the child that must be filled out completely. Compute the child's age by
subtracting the date he was born form the test that was administered.
Hence, in this example the child's age is 2.9 years. There is no rounding off.
Please note that each month consists of 30 days.
Domains
The Checklist is divided into 7 domains: Gross Motor, Fine motor, Self-Help,
Receptive Language, Expressive Language, Cognitive and Social-Emotional.
The examiner may demonstrate skills in the Gross Motor, Fine Motor and Self-Help
domains to make sure the child understands the instructions. However, unless
otherwise specified, items in the Receptive Language, Expressive Language, Cognitive
Language and Social-Emotional domains should not be demonstrated. Some items
indicate that the parental report will suffice. Other items indicate that the skill must be
elicited by the examiner. For other items where neither of these has been specified, the
examiner must try to elicit the skill. The examiner may ask the parent/ caregiver if a skill
is present or absent only when she is in doubt about the child's ability to display the skill,
like if the child is not willing to respond/ perform because he is shy or not in the mood. If
the child tries to do what is being asked but does not succeed, it is scored as “not
present” ( -).
Any observation or comment regarding a specific item or the response of the child may
be written in the last column labelled “Comments”. Examples of such remarks include:
item is not applicable; lack of opportunity, response was not displayed 2 out of 3 trials,
etc.
Eliciting Behaviour
Sometimes the child can actually do an activity but just needs a little coaxing. In such
instances, gently encourage the child to give the task and remind him that he is not
expected to succeed all the time.
The evaluation may be deferred for another day for the following reasons:
If the evaluation has been deferred, disregard the results of the sessions where you
could not complete administration of the Checklist. Consider only that which you
obtained when the child was most responsive. If, after 3 sessions/ attempts, you are still
not able to get the child to work with you, bring the matter up to the supervisor.
How to score
1.Tally the number of check marks ( / ) in each domain and record all this in the section
labelled “Total Score”. The check marks ( / ) that you tallied in each domain are the raw
scores.
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GROSS MOTOR DOMAIN
Bathing sub-domain
24. Participates when bathing (e.g. Parental report will suffice
rubbing arms with soap)
25. Washes and dries hands without Ask the caregiver if the child can wash and
any help dry his face without any help or supervision
except to turn on/off faucets that are out of
reach.
26. Washes face without any help Ask the caregiver if the child can wash and
dry his face without any help or supervision
except to turn on/off faucets that are out of
reach
27. Bathes without any help Parental report will suffice
TOTAL
SCORE
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RECEPTIVE LANGUAGE DOMAIN
COGNITIVE DOMAIN
COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
1. Looks at direction of fallen object MATERIALS: spoon /ball
PROCEDURE:
With the child seated, get his attention and
drop a spoon/ball in front of him. Then
observe if his eyes look down as it falls.
Credit if the child can bring his eyes and
head down as the object falls.
3. Imitates behavior just seen a few Parental report will suffice.
minutes earlier
4. Offers object but will not release it
5. Looks for completely hidden object MATERIALS: ball, small towel/cloth
PROCEDURE:
With the child facing you, hide a ball
completely under a small towel and observe
if he will look under the towel. Credit if he
looks under the towel and gets the hidden
ball.
6. Exhibits simple pretend play (feed, MATERIALS: doll or toy car/block
put doll To sleep) PROCEDURE:
If the child is a girl, carry the doll and try to
rock it to sleep. If the child is a boy, move
the toy car/block back and forth. Credit if the
child can imitate this.
7. Matches objects MATERIALS: pairs of spoon, balls, blocks
PROCEDURE:
Place one spoon, one ball, and one block on
the table. (live the child the other set of
objects arranged in random order.
Demonstrate a matching, response (e.g.
spoon to spoon) then return the objects to
the child. Say, “Put each object on the one
that is just like it.” Credit if the child can
match the objects correctly.
MATERIALS: 3 pairs of crayons (blue,
8. Matches 2 – 3 colors red, yellow)
PROCEDURE:
Place one crayon of each color on the
table or flat surface. Give the child the
other crayons arranged in random order.
Demonstrate a matching repose (e.g., red
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COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
crayon with another red crayon) then return
the crayons to the child. Say, “Put each
crayon on the one that is just like it.” Credit
if the child can match
9. Matches pictures MATERIALS: 3 pairs of picture cards (e.g.,
pictures of an apple, orange, banana)
PROCEDURE:
Place one copy of each picture on the table
or flat surface. Give the child the other
pictures arranged in random order.
Demonstrate a matching response (e.g.,
picture of an apple with another apple) then
return the pictures to the child. Say, “Put
each picture on the one that is just like it.”
Credit if the child can match all the pictures
correctly.
10. Sorts based on shapes MATERIALS: 4 pairs of different shapes that
are of the same size and color.
PROCEDURE:
Show the child the shapes. Tell the child,
“Put together the ones that are the same.”
After the child sorts and groups the shapes,
point to the ones with the same shape and
ask. “Why did you put these together?”
Credit if the child can group the same
shapes and say why they are the same
(pareho sila, pareho sila ng hugis/shape,
puro sila bilog).
11. Sorts objects based on 2 attributes MATERIALS: 4 pairs of the same shape that
(e.g., size and color) differ in size and color.
PROCEDURE:
Show the child the shapes. Tell the child,
“Put together the ones that are the same”.
Credit if the child can sort all the shapes
according to size and color.
12. Arranges objects according to size MATERIALS: 4 pieces of graduated sized
from smallest to biggest squares and 4 pieces of graduated sized
circles
PROCEDURE:
Show the child the first set of squares
spread out at random on a table or flat
surface. Say, “Here are 4 squares. Look, I
can begin with the smallest, then the next
big one, until the biggest one.”
Demonstrate how to arrange the squares.
Then disarrange these and tell the child,
“Now you start with the smallest, put the next
one and the next big one until the last one.”
Repeat this procedure using the circles
without demonstrating.
Credit if the child arranges at least one set of
shapes in correct order from smallest to
biggest. Allow one trial for each set of
shapes.
13. Names 4 – 6 colors MATERIALS; 6 papers of different colors
PROCEDURE:
Ask the child, “What color is this?” Credit if.
COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
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14. Copies shapes the child can name 4 – 6 colors correctly
MATERIALS: Paper and pen/crayon
PROCEDURE:
Let the child copy a circle, triangle, and
circle after demonstrating how each of this is
done.
15. Names 3 animals or vegetables
when asked
16. States what common household Credit if he can state the use of function of at
items are used for least 2 household items like a bed and a
drinking glass.
17. Can assemble simple puzzles MATERIAL: simple 4 – 6 piece puzzles
18. Demonstrates an understanding of
opposites by completing a
statement (e.g., Ang aso ay
malaki, ang daga ay _____”)
19. Points to left and right sides of PRCEDURE: Sit across the child and ask
body “Show me your left hand.” Do the same for
the following:
Right hand, left foot, right knee, left shoulder,
right eye, right knee, left leg. Credit if the
child can correctly point out the left and right
side on at least 5 body parts as requested.
20. Can state what is silly or wrong MATERIALS: A picture
with pictures (e.g. Ano ang mali sa
larawang ito?) PROCEDURE:
Show the pictured scenes to the child one at
a time and ask, “What is wrong with this
picture?” Credit if the child correctly
identifies what made the picture incorrect.
21. Matches upper and lower case MATERIAL/s: Alphabet card with upper and
letters lower case letters
TOTALSCORE
SOCIAL-EMOTIONAL DOMAIN
SOCIAL- EMOTIONAL MATERIALS/PROCEDURE PRESENT COMMENTS
1. Enjoys watching activities of Parental report will suffice
nearby people or animals
2. Friendly with strangers but initially Parental report will suffice
may show slight anxiety or shyness
3. Plays alone but likes to be near Parental report will suffice
familiar adults or brothers and
sisters
4. Laughs or squeals aloud in play Parental report will suffice
5. Plays peek-a-boo (bulaga) Parental report will suffice
6. Rolls ball interactively with Parental report will suffice
caregiver/examiner
7. Hugs or cuddles toys Parental report will suffice
8. Demonstrates respect for elders Parental report will suffice
SOCIAL- EMOTIONAL MATERIALS/PROCEDURE PRESENT COMMENTS
using terms like “po” and “opo”
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9. Shares toys with others Parental report will suffice
2. Transfer the raw score for each domain in the table below. Using the Scaled Score
Equivalent of Raw Scores Table, convert the raw scores to scaled scores appropriate to
the age of the child. To arrive at the sum of scaled scores, add the scaled scores across
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all domains. To derive the standard score, refer to the Standard Score Equivalent of
Sums of Scaled Scores Table. Write the date for each test administration.
AGES
3 years
DOMAIN 4 years 5 years
1 month
Raw Scaled Raw Scaled Raw Scaled
Score Score Score Score Score Score
MOTOR
SELF-HELP
LANGUAGE
COGNITIVE
SOCIAL-EMOTIONAL
Sum of
Scaled Scores
Standard Score
Date Tested
a. After you have derived the raw scores for each domain, convert the raw score
into the scaled score. Refer to the Scaled Score Conversation Table on the next
page. Locate the table for the age of the child. Look for the raw score he
obtained in each domain. The corresponding Scaled Score for this is printed in
the column labelled “Scaled Scores.”
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Scaled Score Equivalent of Raw Scores Table Child's Record 2
Ages 3.1 – 4.0 years
Scaled Gross Fine Motor Self-Help Receptive Expressive Cognitive Social
Score Motor raw score raw score Language Language raw score Emotional
raw score raw score raw score raw score
1 0-3 - 0-9 - 0-2 - 0-9
2 4 0-3 10 - - - 10-11
3 5 - 11 0-1 3 0 12
4 - 4 12 - 4 1 13
5 6 5 13-14 2 - 2-3 14
6 7 - 15 - 5 4 15
7 8 6 16 3 5 16
8 9 - 17 - - 6 17-18
9 - 7 18-19 - 6 7 19
10 10 8 20 4 - 8-9 20
11 11 - 21 - 7 10 21
12 12 9 22 5 - 11 22
13 - - 23-24 - 8 12 23
14 13 10 25 - - 13-14 24
15 - 11 26 - - 15 -
16 - - 27 - - 16 -
17 - - - - - 17 -
18 - - - - - 18 -
19 - - - - - 19-21 -
Ages 4.1 – 5.0 years
Scaled Gross Fine Motor Self-Help Receptive Expressive Cognitive Social
Score Motor raw score raw score Language Language raw score Emotional
raw score raw score raw score raw score
1 0-5 0-3 0-15 0-1 - 0 0-13
2 6 4 16 - 0-5 1 14
3 - - 17 2 - 2-3 15
4 7 5 18 - - 4 16
5 8 6 19 - 6 5 17
6 - - 20 3 - 6-7 -
7 9 7 - - - 8 18
8 10 - 21 - 7 9-10 19
9 - 8 22 4 - 11 20
10 11 9 23 - - 12 21
11 12 - 24 5 8 13-14 22
12 - 10 25 - - 15 23
13 13 - 26 - - 16-17 24
14 - 11 27 - - 18 -
15 - - - - - 19-20 -
16 - - - - - 21 -
17 - - - - - - -
18 - - - - - - -
19 - - - - - - -
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Ages 5.1 – 5.11 years
b. After you have obtained the child's Scaled Score for each of the 7 domains,
enter these in the designated boxes in the Checklist's cover sheet
c. Plot out the scores on the graph as well. Make sure you see the columns
designated for the child's age.
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Interpretation of the scores
Scaled Scores
Scaled Scores range from 1 – 19 with a mean of 10 and a standard deviation of 3. They
are interpreted as follow:
.
Deriving the Standard Score or Development Index
Add the Scaled Score of each of the seven domains. This is called the sum of the
Scaled Scores. Theoretically the sum cannot be less than 7 or more than 133. Refer to
the Table of Standard Scores below. Locate the Sum of Scaled Scores that you arrived
at, and then find the corresponding Standard Score for this which is printed in the
column labelled “Standard Scores
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Standard Score Equivalent of Sum of Scaled Scores Table
Child's Recod 2
Sum of Scaled Standard Sum of Scaled Standard
Scores Scores Scores Score
29 37 64 88
30 38 65 89
31 40 66 91
32 41 67 92
33 43 68 94
34 44 69 95
35 45 70 97
36 47 71 98
37 48 72 100
38 50 73 101
39 51 74 103
40 53 75 104
41 54 76 105
42 56 77 107
43 57 78 108
44 59 79 110
45 60 80 111
46 62 81 113
47 63 82 114
48 65 83 116
49 66 84 117
50 67 85 119
51 69 86 120
52 70 87 122
53 72 88 123
54 73 89 124
55 75 90 126
56 76 91 127
57 78 92 129
58 79 93 130
59 81 94 132
60 82 95 133
61 84 96 135
62 85 97 136
63 86 98 138
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Standard Scores have a mean of 100 and a standard deviation of + 15. They are
interpreted as follows:
To the examiner:
Please fill out the spaces below for additional information. Thank you very much.
Write down your notes, descriptions and observations on the following points:
Parents' stimulating activities for the child (What are the activities / things that the
parents do to help stimulate the child's development?)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Others
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________